Vocabulary Workshop® Achieve: English Language Arts For Grade 8

Sadlier
Vocabulary Workshop® Achieve

Grade 8 / Level C
Aligned to the
Georgia Standards of Excellence

English Language Arts for Grade 8
Contents
KEY ALIGNED CONTENT
2 LANGUAGE: Vocabulary Acquisition and Use
ADDITIONAL ALIGNED CONTENT

20 READING LITERARY: Craft and Structure
21 READING INFORMATIONAL: Craft and Structure
24 WRITING: Text Types and Purposes
26 LANGUAGE: Conventions of Standard English
William H. Sadlier, Inc.

www.sadlierschool.com
800-221-5175
Sadlier Vocabulary Workshop® Achieve Grade 8 / Level C Aligned to the
Georgia Standards of Excellence (GSE): English Language Arts (ELA) for Grade 8
GRADE 8 / LEVEL C

KEY ALIGNED CONTENT

LANGUAGE L
Vocabulary Acquisition and Use
ELAGSE8L4 Determine or clarify the meaning of unknown and multiple‐meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as
a clue to the meaning of a word or phrase.

SADLIER VOCABULARY WORKSHOP ACHIEVE LEVEL C FEATURE & LOCATION DESCRIPTION

Vocabulary in Context: Overview, p. 7 In the Vocabulary in Context overview notes, students review

Example [Level C, p. 7] the importance of studying a word’s context to find clues to its
meaning. These clues might be in the immediate or adjoining
A contrast clue consists of an antonym for or a phrase that
sentence or phrase in which the word appears; in the topic or
means the opposite of the missing word. For example:
subject matter of the passage; or in the physical features—such
“My view of the situation may be far too rosy,” I admitted. as photographs, illustrations, charts, graphs, captions, and
“On the other hand, yours may be a bit (optimistic, headings—of a page itself.
bleak).” The Reading Passages as well as the Using Context, Choosing
In this sentence, rosy is an antonym of the missing word, bleak. the Right Word, Vocabulary in Context, and Vocabulary for
This is confirmed by the presence of the phrase on the other Comprehension exercises that appear in the Units, the Reviews,
hand, which indicates that the answer must be the opposite of and the Final Mastery Test provide practice in using context to
rosy. decode and to determine the meaning of unfamiliar words.
There are three types of context clues emphasized at this level of
the program: a restatement clue, a contrast clue, and an
inference clue.
Reading Passages: Unit 1 "Greetings from the WPA" (Letters), Beginning with an engaging nonfiction passage to introduce unit
pp. 12–13; Unit 2 "Instant Cash!" (Expository Essay), pp. words, every unit in the Student Edition provides multiple
24–25; Unit 3 "Grand Columbian Carnival Unites the World" exposures to new vocabulary. These passages are the starting
(Press Release), pp. 36–37; Unit 4 "Toni Cade Bambara" points for discussions of word meanings and semantic
(Author Profile), pp. 56–57; Unit 5 "Reality Check" relationships.
(Persuasive Essay), pp. 68–69; Unit 6 "Diary of a Young At least 15 of the 20 vocabulary words for each Unit are
Migrant Worker" ( Diary Entry), pp. 80–81; Unit 7 "The introduced within the context of a two‐page, multi‐paragraph
Discriminating Pigeon" (Magazine Article), pp. 100–101; Reading Passage.
Unit 8 "Aquatic Robotics" (Technical Essay), pp. 112–113;
Unit 9 "Tecumseh of the Shawnee" (Biographical Sketch), As emphasized throughout the program, students use context
clues to determine the meanings of unfamiliar words in each
pp. 124–125; Unit 10 "The Adventures of Narváez and
Cabeza de Vaca in the New World" (Historical Nonfiction), passage then apply what they learn throughout the Unit and the
pp. 144–145; Unit 11 "Working Like a Dog" (Interview), pp. Review.
156–157; Unit 12 "To the Bat Cave!" (Informational Essay),
pp. 168–169; Unit 13 "Steven P. Jobs: 1955–2011"
(Obituary), pp. 188–189; Unit 14 "UNIT 14 Now Arriving on
Track 1: New York Dry Goods" (Letter), pp. 200–201; Unit
15 "Muckraking Journalist Ida M. Tarbell" (Biographical
Sketch), pp. 212–213
Example [Level A, Unit 4, pp. 56–57]
Bambara deplored social injustice. Her disapproval spurred her
to work hard to oust injustice from American society. Her career
united diverse interests in a single‐minded effort to build and
bolster equality and tolerance.

*Go to https://www.sadlierconnect.com/vwa for online resources.
Copyright © William H. Sadlier, Inc. All rights reserved. 2

GRADE 8 / LEVEL C

LANGUAGE L


Definitions: Unit 1 Set A, pp. 14–15, Unit 1 Set B, pp. 18–19; In each unit, there is a Definitions section for the 10 new words

Unit 2 Set A, pp. 26–27, Unit 2 Set B, pp. 30–31; Unit 3 Set in Set A and for 10 additional words in Set B. Students see the
A, pp. 38–39, Unit 3 Set B, pp. 42–43; Unit 4 Set A, pp. 58– importance of context as they read each illustrative sentence
59, Unit 4 Set B, pp. 62–63; Unit 5 Set A, pp. 70–71, Unit 5 then write the unit word in the blank in order to complete the
Set B, pp. 74–75; Unit 6 Set A, pp. 82–83, Unit 6 Set B, pp. sentence. This activity prepares for the student for the more
86–87; Unit 7 Set A, pp. 102–103, Unit 7 Set B, pp. 106– challenging "complete‐the‐sentence‐using‐context‐clues"
107; Unit 8 Set A, pp. 114–115, Unit 8 Set B, pp. 118–119; exercises in each unit.
Unit 9 Set A, pp. 126–127, Unit 9 Set B, pp. 130–131; Unit
10 Set A, pp. 146–147, Unit 10 Set B, pp. 150–151; Unit 11
Set A, pp. 158–159, Unit 11 Set B, pp. 162–163; Unit 12 Set
A, pp. 170–171, Unit 12 Set B, pp. 174–175; Unit 13 Set A,
pp. 190–191, Unit 13 Set B, pp. 194–195; Unit 14 Set A, pp.
202–203, Unit 14 Set B, pp. 206–207; Unit 15 Set A, pp.
214–215, Unit 15 Set B, pp. 218–219
Example [Level C, Unit 10 Set B, p. 150]
1. barter (n.) an exchange in trade; (v.) to exchange goods
(bär′ tər) By definition, __barter_ does not involve the
exchange of money in any form.
According to the Hebrew Bible, Esau, the
brother of Jacob, __bartered_ away his
birthright for a hot meal.

Using Context: Unit 1 Set A, p. 15, Unit 1 Set B, p. 19; Unit 2 There are two Using Context activities for each unit, covering

Set A, p. 27, Unit 2 Set B, p. 31; Unit 3 Set A, p. 39, Unit 3 words in Set A and Set B. It is a transitional exercise that has
Set B, p. 43; Unit 4 Set A, p. 59, Unit 4 Set B, p. 63; Unit 5 students determine if a vocabulary word makes sense in the
Set A, p. 71, Unit 5 Set B, p. 75; Unit 6 Set A, p. 83, Unit 6 context of a sentence. Students practice strategies for using
Set B, p. 87; Unit 7 Set A, p. 103, Unit 7 Set B, p. 107; Unit 8 context to determine correct word usage.
Set A, p. 115, Unit 8 Set B, p. 119; Unit 9 Set A, p. 127, Unit
9 Set B, p. 131; Unit 10 Set A, p. 147, Unit 10 Set B, p. 151;
Unit 11 Set A, p. 159, Unit 11 Set B, p. 163; Unit 12 Set A, p.
171, Unit 12 Set B, p. 175; Unit 13 Set A, p. 191, Unit 13 Set
B, p. 195; Unit 14 Set A, p. 203, Unit 14 Set B, p. 207; Unit
15 Set A, p. 215, Unit 15 Set B, p. 219
10. I woke up to what appeared to be an apparition floating
just outside my window, only to turn on the light and see
that it was a tree branch blowing in the wind.


GRADE 8 / LEVEL C

LANGUAGE L


Choosing the Right Word: Unit 1 Set A, p. 16, Unit 1 Set B, p. The Choosing the Right Word exercises for sets A and B present
20; Unit 2 Set A, p. 28, Unit 2 Set B, p. 32; Unit 3 Set A, p. a pair of words. Students consider figurative, extended, or
40, Unit 3 Set B, p. 44; Unit 4 Set A, p. 60, Unit 4 Set B, p. abstract meanings before selecting the word that best fits the
64; Unit 5 Set A, p. 72, Unit 5 Set B, p. 76; Unit 6 Set A, p. context of the given sentence.
84, Unit 6 Set B, p. 88; Unit 7 Set A, p. 104, Unit 7 Set B, p.
108; Unit 8 Set A, p. 116, Unit 8 Set B, p. 120; Unit 9 Set A,
p. 128, Unit 9 Set B, p. 132; Unit 10 Set A, p. 148, Unit 10
Set B, p. 152; Unit 11 Set A, p. 160, Unit 11 Set B, p. 164;
B, p. 208; Unit 15 Set A, p. 216, Unit 15 Set B, p. 220
Example [Level C, Unit 7 Set A, p. 104]
9. He is so conceited that it is hard to (convey, attribute) to
him the simple idea that he did not win the essay
competition.

Completing the Sentence: Unit 1 Set A, p. 17, Unit 1 Set B, p. For Completing the Sentence for Set A and Set B, students rely
21; Unit 2 Set A, p. 29, Unit 2 Set B, p. 33; Unit 3 Set A, p. on embedded context clues to help them choose and write the
41, Unit 3 Set B, p. 45; Unit 4 Set A, p. 61, Unit 4 Set B, p. word that logically and/or figuratively fits into a blank in a given
65; Unit 5 Set A, p. 73, Unit 5 Set B, p. 77; Unit 6 Set A, p. sentence.
1. Suddenly the _ discordant voices of two quarreling
people burst upon my ears and jarred me out of my
daydream.

Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; Drawing 15 words from both sets in each unit, the Synonyms
Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets activity requires students to rely on context clues to help find a
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p. unit word to match each given synonym.
110; Unit 8 Sets A & B, p. 122; Unit 9 Sets A & B, p. 134; In each unit review, the Synonyms exercises feature complete
Unit 10 Sets A & B, p. 154; Unit 11 Sets A & B, p. 166; Unit sentences that reinforce meanings while providing students with
12 Sets A & B, p. 178; Unit 13 Sets A & B, p. 198; Unit 14 examples of usage and context.
Sets A & B, p. 210; Unit 15 Sets A & B, p. 222
Example [Level C, Unit 15 Sets A & B, p. 222]
10. a thoroughly selfish and greedy individual
___mercenary _


GRADE 8 / LEVEL C

LANGUAGE L


Synonyms: Review Units 1–3, p. 52; Review Units 4–6, p. 96;
Review Units 7–9, p. 140; Review Units 10–12, p. 184;
Review Units 13–15, p. 228
Example [Level C, Review Units 13–15, p. 228]
3. As she considered the two job offers, she knew that the
logical decision was to take the position with higher pay
instead of the lower‐paying job that would allow her to
follow her passion. ___rational _

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; The Antonyms activity for each unit requires students to use

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets context clues to help find a unit word to match each given
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p. antonym.
110; Unit 8 Sets A & B, p. 122; Unit 9 Sets A & B, p. 134;
Unit 10 Sets A & B, p. 154; Unit 11 Sets A & B, p. 166; Unit
12 Sets A & B, p. 178; Unit 13 Sets A & B, p. 198; Unit 14
Example [Level C, Unit 6, p. 90]
4. watched with a look of delight
___anguish _

Vocabulary in Context: Unit 1 Sets A & B (New Deal), p. 23; Located at the end of each unit, the Vocabulary in Context
Unit 2 Sets A & B (Passwords), p. 35; Unit 3 Sets A & B reading selection is related in theme to the Reading Passage. It
(World's Fairs), p. 47; Unit 4 Sets A & B (A Raisin in the Sun), incorporates at least six words, including words not introduced
p. 67; Unit 5 Sets A & B (Screen Time for Children), p. 79; earlier in the Reading Passage, thereby ensuring that all unit
Unit 6 Sets A & B (Mexican Folk Art), p. 91; Unit 7 Sets A & words are presented in context.
B (Willy the Chicken), p. 111; Unit 8 Sets A & B (Rossum's The questions following the selection require students to use
Universal Robots), p. 123; Unit 9 Sets A & B (Corn‐husk context to match the correct definition or synonym to the
Dolls), p. 135; Unit 10 Sets A & B (Fort Mosé), p. 155; Unit boldface unit word featured in each item.
11 Sets A & B (Domestication of the Dog), p. 167; Unit 12
Sets A & B (Caves), p. 179; Unit 13 Sets A & B (Gwen Ifill), p.
199; Unit 14 Sets A & B (The Compromise of 1850), p. 211;
Unit 15 Sets A & B (Don't Believe Everything You Read), p.
223
They soon habituated to their new settlement.
4. What does habituated most likely mean as it is used in
paragraph 2?
a. escaped from c. became used to
b. caused injury d. became valuable

Vocabulary in Context: Informational Text (online*): Unit 1 "A The Vocabulary in Context: Informational Text reading selection
Dynamic and Creative Duo"; Unit 2 "The Oldest Rookie"; for each unit is followed by five multiple‐choice questions that
Unit 3 "The Other Rain Forests"; Unit 4 "Crazy About Bikes"; help students review recently studied vocabulary words.
Unit 5 "American Man of Letters"; Unit 6 "Ahead of Her


GRADE 8 / LEVEL C

LANGUAGE L


Time"; Unit 7 "Cool!"; Unit 8 "Old Eggs, New Discoveries"; The questions following the selection require students to use
Unit 9 "A Quiet Voice for Freedom"; Unit 10 "Disappearing context to match the correct definition or synonym to the
Data"; Unit 11 "An American Tragedy"; Unit 12 "Playing It boldface unit word featured in each item.
Again"; Unit 13 "A Huge Job"; Unit 14 "Thin Slices"; Unit 15 Students may reference a pop‐out wordlist at any time.
"Sunken Treasures"
Example [Level C, Unit 7]
In ancient Rome, when excess was at its acme, lavish banquets
and elaborate parties were common among the upper classes.
2. Acme most nearly means
O a. best
O b. bottom

O c. worst
O d. peak

Vocabulary in Context: Literary Text (online*): Unit 1 Baroness The Vocabulary in Context: Literary Text activities contain

Orczy ("The Scarlet Pimpernel"); Unit 2 O. Henry (several excerpts from classic literature. Each excerpt uses one of the
works); Unit 3 Henry David Thoreau ("Walden"); Unit 4 vocabulary words from the unit and provides students with
Edgar Allan Poe (several works); Unit 5 Charles Dickens ("A exposures to the vocabulary in the context of authentic
Christmas Carol"); Unit 6 Jack London ("The Call of the literature.
Wild" and "White Fang"); Unit 7 Louisa May Alcott ("Little In addition to providing practice in the sort of vocabulary
Women"); Unit 8 Stephen Crane ("The Monster and Other exercises found on standardized tests, students practice deriving
Stories" and "The Red Badge of Courage"); Unit 9 Mark meaning from context. Furthermore, they are able to glimpse the
Twain ("Life on the Mississippi"); Unit 10 Edgar Rice artistry of great American and British writers in their careful
Burroughs ("Tarzan of the Apes"); Unit 11 E.M. Forster choice and use of words in relation to the elements of story.
("Where Angels Fear to Tread"); Unit 12 Sir Arthur Conan
Doyle ("The Lost World"); Unit 13 George Eliot ("Silas
Marner and the Mill on the Floss"); Unit 14 Robert Louis
Stevenson ("Strange Case of Dr. Jekyll and Mr. Hyde"); Unit
15 Henry James ("The Turn of the Screw")
2. As the boats moved slowly over the smooth waters of the
bay, Clayton and his wife stood silently watching their
departure—in the breasts of both a feeling of impending
disaster and utter hopelessness.
Feelings or events that are impending are NOT
O a. forthcoming
O b. life‐like

O c. far away
O d. common


GRADE 8 / LEVEL C

LANGUAGE L


Vocabulary for Comprehension: Review Units 1–3: Part 1 (How Vocabulary for Comprehension, Part 1 provides a passage with
News Travels), pp. 48–49; Review Units 1–3: Part 2 unit words embedded in context. Students answer text‐based
(Choosing Jefferson), pp. 50–51; Review Units 4–6: Part 1 questions that require citing evidence from the text to support
(The Umbrella: A Portable Roof), pp. 92–93; Review Units their answers.
4–6: Part 2 (The American Musical), pp. 94–95; Review In addition to providing vocabulary‐in‐context questions featured
Units 7–9: Part 1 (Sarah Orne Jewett, from "The Queen's in Part 1, some Vocabulary for Comprehension, Part 2 exercises
Twin"), pp. 136–137; Review Units 7–9: Part 2 (Charles ask students to compare paired passages, similar to items on the
Brockden Brown, from "Arthur Mervyn; or, Memoirs of the SAT and ACT exams.
Year 1793"), pp. 138–139; Review Units 10–12: Part 1
(Kabuki: An Enduring Art Form), pp. 180–181; Review Units
10–12: Part 2 (The Synchrotron), pp. 182–183; Review Units
13–15: Part 1 (The Mummies of the Inca Empire), pp. 224–
225; Review Units 13–15: Part 2 (Modern Psychology), pp.
226–227
Example [Level C, Review Units 1–3, Part 2, pp. 50–51]
Jefferson denied Adams’s claims, and still refused to comply
with his wishes, Adams said simply, “You can write ten times
better than I can.” According to Adams, that settled it.
9. As it is used in line 73, the word “comply” most nearly
means
A) understand.
B) consent.

C) reject.
D) display.

Two‐Word Completions: Review Units 1–3, p. 53; Review Units In Two‐Word Completions, students practice with word‐
4–6, p. 97; Review Units 7–9, p. 141; Review Units 10–12, p. omission (cloze) exercises that appear on college entrance
185; Review Units 13–15, p. 229 exams, including the SAT. Students use word knowledge and
Example [Level C, Review Units 1–3, p. 53] context clues to determine which pair of words best completes
the sentence. This also supports reading comprehension.
5. Though other people have been moved to action by high
ideals, Thomas Alva Edison, one of the most ____________ Additional Two‐Word Completions exercises are provided in
inventors ever to be produced by this country, seems in each Cumulative Review, as well as on the Final Mastery Test.
part to have been ____________ simply by the love of a
challenge.
The TV marathon not only garnered ____________
amounts of money for the region’s starving millions but also
yielded an unexpectedly rich ____________ of publicity for
their plight.
a. legendary … allotment c. bountiful … banterd

b. prodigious … bonanza d. myriad … rubble


GRADE 8 / LEVEL C

LANGUAGE L


Two‐Word Completions: (online*): Cumulative Review I;
Cumulative Review II; Cumulative Review III; Cumulative
Review IV
Final Mastery Test: pp. 232–236
Example [Level C, Final Mastery Test, p. 233]
27. As a child ______________ , Mozart basked in public praise
and attention from an early age, ______________ his
talents all around Europe.
a. laggard … tainting c. turncoat … obliterating

b. prodigy … flaunting d. mendicant … ruing

Word Study: Idioms: Word Study Units 1–3, p. 54; Word Study As part of the Word Study lessons in alternating unit reviews, the

Units 7–9, p. 142; Word Study Units 13–15, p. 230 Choosing the Right Idiom activity helps students practice using
Example [Level C, Word Study Units 13–15, p. 230] context clues to figure out the meaning of figurative expressions.
Read each sentence. Use context clues to figure out the meaning
of each idiom in boldface print. Then write the letter of the
definition for the idiom in the sentence.
3. Getting a window office was the icing on the cake after I got
my promotion and pay raise.
_d. (an extra benefit on top of something that’s already
good)_

Word Study: Denotation and Connotation: Word Study Units Alternating with the Idioms in the Word Study section that
4–6, p. 98; Word Study Units 10–12, p. 186 follows each unit review, Word Study: Denotation and
Example [Level C, Review Units 4–6, p. 98] Connotation helps students understand the difference between
a word’s literal meaning and informal, implied meanings. They
positive 2. In Paris, we kept going to the same restaurant to
study examples of words with implied meanings—or
enjoy the wonderful meals that a renowned chef
connotations—that have positive, negative, or neutral
created with remarkable (skill, finesse).

implications.
In the Expressing the Connotation exercises, students read each
sentence then consider context clues before selecting one of two
vocabulary words that best expresses the desired connotation
(positive, negative, or neutral).
Word Study: Classical Roots: Word Study Units 1–3 (vers, In Word Study: Classical Roots, students use context clues to
vert—to turn), p. 55; Word Study Units 4–6 (cur, curr, curs, help choose which word based on the featured root best
cour—to run), p. 99; Word Study Units 7–9 (chron—time; completes the sentence.
cryph, crypt—hidden, secret), p. 143; Word Study Units 10–
12 (ven, vent—to come), p. 187; Word Study Units 13–15
(fect, fic, efy, ify—to make), p. 231


GRADE 8 / LEVEL C

LANGUAGE L


Example [Level A, Word Study Units 4–6, p. 99]
8. to talk; a conversation; a long discussion on some topic
The featured speaker delivered a(n) __discourse on
using the Internet as a research tool.

Choosing the Right Meaning (online*): Cumulative Review I; The second feature of each online Cumulative Review, Choosing
Cumulative Review II; Cumulative Review III; Cumulative the Right Meaning exercises offer a sophisticated challenge for
Review IV students as they analyze subtle differences before selecting the
Example [Level C, Cumulative Review II] one of four closely related words that best fits the context of the
given sentence.
So Scrooge concludes, while in the corner poor Bob Cratchit
chafes his hands in a furious attempt to keep some semblance of
the divine spark alive in him.
2. The word chafes most nearly means
O a. irritates
O b. torments
O c. rubs
O d. claps

Final Mastery Test: pp. 232–236 The Final Mastery Test provides practice in using context to

Example [Level C, p. 236] decode and determine the meaning of unfamiliar words
presented in the following sections: Two‐Word Completions,
Choosing the Right Meaning
Supplying Words in Context, and Choosing the Right Meaning.
65. It’s astonishing how many adults still believe in the
legendary Loch Ness Monster.
The word legendary most nearly means
a. historical b. foreign c. mythical d. fascinating


GRADE 8 / LEVEL C

LANGUAGE L
Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede,
recede, secede).


Student Resources: Word Structure: Greek and Latin Roots In Word Structure: Greek and Latin Roots, students are shown
(online*) how to use their knowledge of the meaning of word parts—
Example [Level C, Unit 1, Student Resources, Word Structure: including prefixes, suffixes, and roots or bases—to help
Greek and Latin Roots] determine the meaning of unfamiliar words in which these word
Prefix Meaning Sample Words parts appear. The first section in the lesson introduces a variety
bi‐ two bicycle of prefixes and suffixes. The second section focuses on Greek
and Roman roots.
com‐, con‐ together, with compatriot, contact

Verb Suffix Meaning Sample Words
‐ate to become, produce, validate, salivate,
or treat chlorinate

Word Study: Classical Roots: Word Study Units 1–3 (vers, In Word Study: Classical Roots, students discover how words
vert—to turn), p. 55; Word Study Units 4–6 (cur, curr, curs, with a pattern of shared Latin or Greek roots and affixes may
cour—to run), p. 99; Word Study Units 7–9 (chron—time; vary in structure while retaining similarities in meaning.

Games and Study Aids: Matching Challenge – Greek Roots and Two online video games, Greek Roots – Matching Challenge and
Matching Challenge – Latin Roots (online*) Latin Roots – Matching Challenge, encourage students to score
points as they identify a Greek and Latin root in unit vocabulary
words that move across the screen during each 30‐second
round. Buzzer, bell, and zap sound effects can be muted.


GRADE 8 / LEVEL C

LANGUAGE L
ELAGSE8L4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 8
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary).


Vocabulary in Context: p. 7 In the Vocabulary in Context overview notes, students review

Example [Level C, p. 7] the importance of studying a word’s context to find clues to its
An inference clue implies but does not directly state the meaning. Students learn to use inference clues to arrive at a
meaning of the missing word or words. For example: preliminary understanding of an unknown word or phrase, which
may subsequently be checked using various print or online
“A treat for all ages,” the review read, “this wonderful novel resources.
combines the __________ of a scholar with the skill and

artistry of an expert __________ .”
a. ignorance . . . painter c. wealth . . . surgeon
b. wisdom . . . beginner d. knowledge . . . storyteller
In this sentence, there are several inference clues: (a) the word
scholar suggests knowledge; (b) the words novel, artistry, and
skill suggests the word storyteller. These words are inference
clues because they suggest or imply, but do not directly state,
the missing word or words.

Definitions: Unit 1 Set A, pp. 14–15, Unit 1 Set B, pp. 18–19; The Definitions section at the beginning of each unit serves as a

Unit 2 Set A, pp. 26–27, Unit 2 Set B, pp. 30–31; Unit 3 Set master reference of information for each of the unit words.
A, pp. 38–39, Unit 3 Set B, pp. 42–43; Unit 4 Set A, pp. 58– Presented in two 10‐word sets, each entry in the numbered
59, Unit 4 Set B, pp. 62–63; Unit 5 Set A, pp. 70–71, Unit 5 study list is presented in alphabetical order in a dictionary‐style
Set B, pp. 74–75; Unit 6 Set A, pp. 82–83, Unit 6 Set B, pp. format.
86–87; Unit 7 Set A, pp. 102–103, Unit 7 Set B, pp. 106– Students are instructed to note carefully the spelling,
107; Unit 8 Set A, pp. 114–115, Unit 8 Set B, pp. 118–119; pronunciation, part or parts of speech, and definition for each
Unit 9 Set A, pp. 126–127, Unit 9 Set B, pp. 130–131; Unit new word. There is also an illustrative sentence, plus synonyms
10 Set A, pp. 146–147, Unit 10 Set B, pp. 150–151; Unit 11 and antonyms.
For words with multiple meanings, the entry includes the
pp. 190–191, Unit 13 Set B, pp. 194–195; Unit 14 Set A, pp. additional part of speech, definition, and illustrative sentence.
214–215, Unit 15 Set B, pp. 218–219
1. barter (n.) an exchange in trade; (v.) to exchange goods
(bär′ tər) By definition, __barter_ does not involve the
exchange of money in any form.
According to the Hebrew Bible, Esau, the
brother of Jacob, __bartered_ away his
birthright for a hot meal.


GRADE 8 / LEVEL C

LANGUAGE L


Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Synonyms activity in each unit, students are directed to

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets use a dictionary if necessary.
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p.
___mercenary _

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Antonyms activity in each unit, students are directed to

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets use a dictionary as needed.
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p.
___anguish _

Word Study: Classical Roots: Word Study Units 1–3 (vers, For Word Study: Classical Roots, students are directed to use a
vert—to turn), p. 55; Word Study Units 4–6 (cur, curr, curs, print or online dictionary as needed.
cour—to run), p. 99; Word Study Units 7–9 (chron—time;


GRADE 8 / LEVEL C

LANGUAGE L


Study Aids: iWords Audio Program (online*) The online iWords Audio Program provides a recording of each
Example [Level C, Unit 4, Games and Study Aids: iWords vocabulary word as a model for correct pronunciation. It also
includes a definition or definitions, part or parts of speech, and
examples of usage for every vocabulary word presented at this
level.
In addition to hearing the pronunciation of each of the 20
vocabulary words for every unit, students can listen to the entire
Reading Passage for every unit. The iWords oral models and
practice are especially helpful to ELL students.

Student Resources: Pronunciation Key—p. 11 & online* The pronunciation is indicated for every basic word in the
Example [Level C, Unit 1, Student Resources: Pronunciation Key] program. Symbols used in the Pronunciation Key are similar to
those used in most recent standard dictionaries. The author has
primarily consulted Webster’s Third New International
Dictionary and The Random House Dictionary of the English
Language (Unabridged). Many English words have multiple
accepted pronunciations. The author has given one
pronunciation when such words occur in this book except when
the pronunciation changes according to the part of speech. For
example, the verb project is pronounced prə jekt’, and the noun
form is pronounced präj’ ekt.


GRADE 8 / LEVEL C

LANGUAGE L
ELAGSE8L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g. verbal irony, puns) in context.


Word Study: Idioms: Word Study Units 1–3, p. 54; Word Study As part of the Word Study lessons in each review, students learn

Units 7–9, p. 142; Word Study Units 13–15, p. 230 about figures of speech in the form of idioms.
Example [Level C, Word Study Units 13–15, p. 230] An idiom is an informal expression whose literal meaning does
Read each sentence. Use context clues to figure out the meaning not help the reader or listener figure out what the expression
of each idiom in boldface print. Then write the letter of the means. English is particularly rich in idioms and idiomatic
definition for the idiom in the sentence. expressions, such as “raining cats and dogs,” “the apple of my
eye,” and “a dark horse.”
3. Getting a window office was the icing on the cake after I got After introductory instruction, students practice Choosing the
my promotion and pay raise. Right Idiom by matching an idiom used in context with its
_d. (an extra benefit on top of something that’s already definition (in the adjacent column).
good)_

Enriching Your Vocabulary (online*): Cumulative Review I Located in the online Cumulative Reviews, each Enriching Your
("Olé!"); Cumulative Review II ("From the Bible"); Vocabulary activity includes a reading passage explaining the
Cumulative Review III ("What's in a Name"); Cumulative origin and meaning of colorful expressions, figures of speech, or
Review VI ("On the Money") technical terminology. After reading the introduction, students
Example [Level C, Cumulative Review I] match each phrase with its definition.
In the column on the left are 8 more words and names with
roots in Greek and Roman mythology. With or without a
dictionary, line up each word to its meaning in the column on
the right.
8. bravado
swaggering behavior, a pretense of bravery__________

LANGUAGE L
Use the relationship between particular words to better understand each of the words.


Program Overview: Denotation, Connotation, and Shades of Located in the TE front matter and online, Overview: Denotation
Meaning: Teacher’s Edition, p. T39 and Connotation defines terms used to distinguish between the
Example [Level C, Program Overview: Denotation, Connotation, dictionary meaning of a word and its connotation or tone—that
and Shades of Meaning, online*] is, the emotions or associations it normally arouses in people
Word Denotation using, hearing, or reading it. Included are examples comparing
resolute steadfast
the denotation and connotation of three words.
churlish surly

vendor merchant


GRADE 8 / LEVEL C

LANGUAGE L


Word Connotation
resolute favorable
churlish unfavorable
vendor neutral

competition.

Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; In the Synonyms activity in each unit, students learn about the

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets relationship of words with similar meanings. After this
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p. preparation, they learn about the nuances or shades of meaning
110; Unit 8 Sets A & B, p. 122; Unit 9 Sets A & B, p. 134; that distinguish synonyms from each other in the Word Study:
Unit 10 Sets A & B, p. 154; Unit 11 Sets A & B, p. 166; Unit Denotation and Connotation lessons provided in the review at
12 Sets A & B, p. 178; Unit 13 Sets A & B, p. 198; Unit 14 the end of every three units.
___mercenary _
follow her passion.
___rational _


GRADE 8 / LEVEL C

LANGUAGE L


Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Antonyms activity, students examine the relationship

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets between words and their opposites. They are encouraged to
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p. refer back to the Definitions section as needed for lists of
110; Unit 8 Sets A & B, p. 122; Unit 9 Sets A & B, p. 134; antonyms of unit words.
___anguish _

connotations—with emotional associations that are positive,

negative, or neutral.
sentence then consider context clues before selecting one of
two vocabulary words that best expresses the desired
connotation (positive, negative, or neutral).
Overview: Vocabulary Strategies: Working with Analogies: p. Located in the online Overview: Vocabulary Strategies section,
11 Working with Analogies helps students better understand
Analogies (online*) comparisons between sets of related words.
Cumulative Review I; Cumulative Review II; Cumulative The first feature of each online Cumulative Review, Analogies
Review III; Cumulative Review IV exercises test a student’s ability to analyze the relationship
between pairs of related words then choose the letter of the
Example [Level C, Cumulative Review I]
item that best completes the comparison.
1. audacious is to cower as
For the Final Mastery Test: Analogies, students select the item
O a. timid is to tremble that best completes the comparison of two pairs of related
O b. obstinate is to yield words.

O c. solicitous is to care
O d. enterprising is to venture


GRADE 8 / LEVEL C

LANGUAGE L


Choosing the Right Meaning (online*): Cumulative Review I; The second feature of each online Cumulative Review, Choosing
Cumulative Review II; Cumulative Review III; Cumulative the Right Meaning exercises offer a sophisticated challenge for
Review IV students as they analyze subtle differences before selecting the
Example [Level C, Cumulative Review II] one of four closely related words that best fits the context of the
given sentence.
So Scrooge concludes, while in the corner poor Bob Cratchit
chafes his hands in a furious attempt to keep some semblance of
the divine spark alive in him.
2. The word chafes most nearly means
O a. irritates
O b. torments
O c. rubs
O d. claps

LANGUAGE L
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).


Program Overview: Denotation, Connotation, and Shades of Located in the TE front matter and online, Overview: Denotation
Meaning: Teacher’s Edition, p. T39 and Connotation defines terms used to distinguish between the
Example [Level A, Program Overview: Denotation, Connotation, dictionary meaning of a word and its connotation or tone—that
and Shades of Meaning, online*] is, the emotions or associations it normally arouses in people
Word Denotation using, hearing, or reading it. Included are examples comparing
amiable friendly
the denotation and connotation of three words.
irk to annoy
data information
Word Connotation
amiable favorable
irk unfavorable
data neutral

— continued —


GRADE 8 / LEVEL C

LANGUAGE L


competition.

Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; In the Synonyms activity in each unit, students learn about the

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets relationship of words with similar meanings. After this
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p. preparation, they learn about the nuances or shades of meaning
110; Unit 8 Sets A & B, p. 122; Unit 9 Sets A & B, p. 134; that distinguish synonyms from each other in the Word Study:
Unit 10 Sets A & B, p. 154; Unit 11 Sets A & B, p. 166; Unit Denotation and Connotation lessons provided in the review at
12 Sets A & B, p. 178; Unit 13 Sets A & B, p. 198; Unit 14 the end of every three units.
___mercenary _
follow her passion.
___rational _

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Antonyms activity, students examine the relationship

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets between words and their opposites. They are encouraged to
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p. refer back to the Definitions section as needed for lists of
110; Unit 8 Sets A & B, p. 122; Unit 9 Sets A & B, p. 134; antonyms of unit words.
___anguish _


GRADE 8 / LEVEL C

LANGUAGE L


connotations—with emotional associations that are positive,

negative, or neutral.
sentence then consider context clues before selecting one of
two vocabulary words that best expresses the desired
connotation (positive, negative, or neutral).

LANGUAGE L
ELAGSE8L6 Acquire and accurately use grade‐appropriate general academic and domain‐specific words and phrases;
gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Throughout the program Throughout the program students build and use vocabulary
knowledge through a variety of increasingly sophisticated
language arts activities. These activities include gleaning
extended and short reading selections for context clues that
unlock the meaning of unfamiliar words and phrases, as well as
improve comprehension.
Students practice regularly selecting and using the right words in
their speaking and writing. Word‐relationship and word‐building
lessons covering synonyms, antonyms, roots, and shades of
meaning likewise help equip students for independent
development of academic and domain‐specific words and
phrases.


GRADE 8 / LEVEL C

ADDITIONAL ALIGNED CONTENT

READING LITERARY RL
Craft and Structure
ELAGSE8RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.


Overview: Vocabulary and Reading: pp. 8–9 Located in the textbook front matter, Vocabulary and Reading
Example [Level A, p. 8] explains that word knowledge is essential to reading
comprehension, also the importance of being able to use
Vocabulary in Context Questions check your ability to use context clues to figure out the meaning of unfamiliar words
context to identify a word’s meaning. For example: when reading.
 As it is used in paragraph 2, “adherents” most nearly means . . . There are three types of activities or lessons in the program that
Use the word’s context in a passage to select the best answer, combine vocabulary development and reading comprehension:
particularly when the vocabulary word has more than one Reading Passages, Vocabulary in Context, and Vocabulary for
meaning. The answer choices may contain two (or more) correct Comprehension.
meanings of the word in question. Choose the meaning that best Students receive instruction on preparing for the kinds of
fits the context. questions that accompany extended reading selections: Main
Questions About Tone show your understanding of the author’s Idea Questions, Detail Questions, Vocabulary in Context
attitude toward the topic of the passage. To determine the tone, Questions, Inference Questions, Questions About Tone, and
pay attention to the author’s word choice. The author’s attitude Questions About Author's Technique.
may be positive (respectful), negative (scornful), or neutral
(distant). These are typical questions:
 The author’s primary purpose in the passage is to . . .
 Which word best describes the author’s tone?
Vocabulary in Context: Literary Text (online*): Unit 1 Baroness The Vocabulary in Context: Literary Text activities contain
Orczy ("The Scarlet Pimpernel"); Unit 2 O. Henry (several excerpts from classic literature. Each excerpt uses one of the
works); Unit 3 Henry David Thoreau ("Walden"); Unit 4 vocabulary words from the unit and provides students with
Edgar Allan Poe (several works); Unit 5 Charles Dickens ("A exposures to the vocabulary in the context of authentic
Christmas Carol"); Unit 6 Jack London ("The Call of the literature.
Wild" and "White Fang"); Unit 7 Louisa May Alcott ("Little In addition to providing practice in the sort of vocabulary
Women"); Unit 8 Stephen Crane ("The Monster and Other exercises found on standardized tests, students practice deriving
Stories" and "The Red Badge of Courage"); Unit 9 Mark meaning from context. Furthermore, they are able to glimpse
Twain ("Life on the Mississippi"); Unit 10 Edgar Rice the artistry of great American and British writers in their careful
Burroughs ("Tarzan of the Apes"); Unit 11 E.M. Forster choice and use of words in relation to the elements of story.
("Where Angels Fear to Tread"); Unit 12 Sir Arthur Conan
Doyle ("The Lost World"); Unit 13 George Eliot ("Silas
Marner and the Mill on the Floss"); Unit 14 Robert Louis
Stevenson ("Strange Case of Dr. Jekyll and Mr. Hyde"); Unit
15 Henry James ("The Turn of the Screw")
2. As the boats moved slowly over the smooth waters of the
bay, Clayton and his wife stood silently watching their
departure—in the breasts of both a feeling of impending
disaster and utter hopelessness.


GRADE 8 / LEVEL C

READING LITERARY RL
Craft and Structure
ELAGSE8RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or


Feelings or events that are impending are NOT
O a. forthcoming
O b. life‐like

O c. far away
O d. common

Vocabulary for Comprehension: Review Units 7–9: Part 1 Reviews begin with a two‐part Vocabulary for Comprehension
(Sarah Orne Jewett, from "The Queen's Twin"), pp. 136– feature designed to furnish students with practice in
137; Review Units 7–9: Part 2 (Charles Brockden Brown, standardized‐test formats modeled on the reading sections of
from "Arthur Mervyn; or, Memoirs of the Year 1793"), pp. the SAT® and ACT® exams.
138–139 Vocabulary for Comprehension Part 1 and Part 2 for Review
Example [Level C, Review Units 7–9, Part 1, pp. 136–137] Units 7–9 feature literary selections.
There was a fervent vigor of growth, a persistence and a
perceptible savagery about the sturdy little trees which
suggested that powerful wild Nature and frail human nature
were in a state of complete enmity.
4. As it is used in line 34, what is the meaning of enmity?
A) friendship
B) hostility
C) impatient
D) unwholesome

READING INFORMATIONAL RI
Craft and Structure
ELAGSE8RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or


Overview: Vocabulary and Reading: pp. 9–10 Located in the textbook front matter and the Overview section
Example [Level C, p. 9] online, Vocabulary and Reading explains that vocabulary
Inference Questions ask you to make inferences or draw knowledge is essential to reading comprehension, also the
conclusions from the passage. These questions often begin like importance of being able to use context clues to figure out the
this: meaning of unfamiliar words when reading.
 It can be most reasonably inferred from the information in There are three types of activities or lessons in the program that
the fifth paragraph (lines 53–69) that . . . combine vocabulary development and reading comprehension:
Reading Passages, Vocabulary in Context, and Vocabulary for
 The passage clearly implies that . . . Comprehension.
The inferences you make and the conclusions you draw must be Students receive instruction on preparing for the kinds of
based on the information in the passage. Using the facts you
— continued — — continued —


GRADE 8 / LEVEL C

Craft and Structure


learn from the passage in addition to the knowledge and questions that accompany extended reading selections: Main
reasoning you already have helps you understand what is implied Idea Questions, Detail Questions, Vocabulary‐in‐Context
and reach conclusions that are logical. Questions, Inference Questions, Questions About Tone, and
Questions About Author's Technique.

They are also given five general strategies to help as they read
the passages and answer the questions.
Reading Passages: Unit 1 "Greetings from the WPA" (Letters), Each of the 15 Reading Passages is a two‐page informational
pp. 12–13; Unit 2 "Instant Cash!" (Expository Essay), pp. text that introduces at least 15 of the 20 unit vocabulary words
24–25; Unit 3 "Grand Columbian Carnival Unites the World" in a natural, multi‐paragraph context. The selections represent a
(Press Release), pp. 36–37; Unit 4 "Toni Cade Bambara" variety of nonfiction genres that students commonly encounter
(Author Profile), pp. 56–57; Unit 5 "Reality Check" at school and in their non‐academic activities.
(Persuasive Essay), pp. 68–69; Unit 6 "Diary of a Young Students read the words in context to activate prior knowledge
Migrant Worker" ( Diary Entry), pp. 80–81; Unit 7 "The then draw on context clues to help them determine the meaning
Discriminating Pigeon" (Magazine Article), pp. 100–101; of unfamiliar words.
Unit 8 "Aquatic Robotics" (Technical Essay), pp. 112–113;
In addition, the Reading Passages provide context clues and
Unit 9 "Tecumseh of the Shawnee" (Biographical Sketch),
pp. 124–125; Unit 10 "The Adventures of Narváez and information referenced in other activities in the unit and review,
Cabeza de Vaca in the New World" (Historical Nonfiction), including Choosing the Right Word and the Writing: Words in
Action writing prompts.
pp. 144–145; Unit 11 "Working Like a Dog" (Interview), pp.
156–157; Unit 12 "To the Bat Cave!" (<Informational Essay),
pp. 168–169; Unit 13 "Steven P. Jobs: 1955–2011"
(Obituary), pp. 188–189; Unit 14 "UNIT 14 Now Arriving on
Track 1: New York Dry Goods" (Letter), pp. 200–201; Unit
15 "Muckraking Journalist Ida M. Tarbell" (Biographical
Sketch), pp. 212–213
Example [Level A, Unit 4, pp. 56–57]
Bambara deplored social injustice. Her disapproval spurred her
to work hard to oust injustice from American society. Her career
united diverse interests in a single‐minded effort to build and
bolster equality and tolerance.

Vocabulary in Context: Unit 1 Sets A & B (New Deal), p. 23; Located at the end of each unit, the Vocabulary in Context
Unit 2 Sets A & B (Passwords), p. 35; Unit 3 Sets A & B reading selection is related in theme to the Reading Passage. It
(World's Fairs), p. 47; Unit 4 Sets A & B (A Raisin in the Sun), incorporates at least six words, including words not introduced
p. 67; Unit 5 Sets A & B (Screen Time for Children), p. 79; earlier in the Reading Passage, thereby ensuring that all unit
Unit 6 Sets A & B (Mexican Folk Art), p. 91; Unit 7 Sets A & words are presented in context.
B (Willy the Chicken), p. 111; Unit 8 Sets A & B (Rossum's The questions following the selection require students to use
Universal Robots), p. 123; Unit 9 Sets A & B (Corn‐husk context to match the correct definition or synonym to the
Dolls), p. 135; Unit 10 Sets A & B (Fort Mosé), p. 155; Unit boldface unit word featured in each item.
11 Sets A & B (Domestication of the Dog), p. 167; Unit 12
Sets A & B (Caves), p. 179; Unit 13 Sets A & B (Gwen Ifill), p.
199; Unit 14 Sets A & B (The Compromise of 1850), p. 211;
Unit 15 Sets A & B (Don't Believe Everything You Read), p.
223


GRADE 8 / LEVEL C

Craft and Structure


Step into the museum and the exhibits engulf you in the
experience of a truly American musical style. It is hard to express
that experience in mere words. The museum offers a unique
panorama.
4. What does habituated most likely mean as it is used in
paragraph 2?
a. escaped from c. became used to
b. caused injury d. became valuable

Vocabulary in Context: Informational Text (online*): Unit 1 "A The Vocabulary in Context: Informational Text reading selection
Dynamic and Creative Duo"; Unit 2 "The Oldest Rookie"; for each unit is followed by five multiple‐choice questions that
Unit 3 "The Other Rain Forests"; Unit 4 "Crazy About Bikes"; help students review recently studied vocabulary words.
Unit 5 "American Man of Letters"; Unit 6 "Ahead of Her The questions following the selection require students to use
Time"; Unit 7 "Cool!"; Unit 8 "Old Eggs, New Discoveries"; context to match the correct definition or synonym to the
Unit 9 "A Quiet Voice for Freedom"; Unit 10 "Disappearing boldface unit word featured in each item.
Data"; Unit 11 "An American Tragedy"; Unit 12 "Playing It
Students may reference a pop‐out wordlist at any time.
Again"; Unit 13 "A Huge Job"; Unit 14 "Thin Slices"; Unit 15
"Sunken Treasures"
In ancient Rome, when excess was at its acme, lavish banquets
and elaborate parties were common among the upper classes.
2. Acme most nearly means
O a. best
O b. bottom

O c. worst
O d. peak

Vocabulary for Comprehension: Review Units 1–3: Part 1 (How Reviews begin with a two‐part Vocabulary for Comprehension
News Travels), pp. 48–49; Review Units 1–3: Part 2 feature designed to furnish students with practice in
(Choosing Jefferson), pp. 50–51; Review Units 4–6: Part 1 standardized‐test formats modeled on the reading sections of
(The Umbrella: A Portable Roof), pp. 92–93; Review Units the SAT® and ACT® exams.
4–6: Part 2 (The American Musical), pp. 94–95; Review In Vocabulary for Comprehension: Part 1, students are
Units 7–9: Part 1 (Sarah Orne Jewett, from "The Queen's presented with a single nonfiction passage similar to those that
Twin"), pp. 136–137; Review Units 7–9: Part 2 (Charles appear in the SAT® and ACT® exams. Based on their reading of
Brockden Brown, from "Arthur Mervyn; or, Memoirs of the that passage, students must answer questions assessing reading
Year 1793"), pp. 138–139; Review Units 10–12: Part 1 comprehension and vocabulary skills. These assessment items
(Kabuki: An Enduring Art Form), pp. 180–181; Review Units mirror those found in the SAT® and ACT® exams and require
10–12: Part 2 (The Synchrotron), pp. 182–183; Review Units students to refer to the passage, and occasionally to cite text
13–15: Part 1 (The Mummies of the Inca Empire), pp. 224– evidence, in order to answer them.
225; Review Units 13–15: Part 2 (Modern Psychology), pp.
226–227 — continued —


GRADE 8 / LEVEL C

Craft and Structure


Example [Level C, Review Units 1–3, Part 2, pp. 50–51] In Vocabulary for Comprehension: Part 2, students are
Jefferson denied Adams’s claims, and still refused to comply presented with either a single passage or paired passages, two
with his wishes, Adams said simply, “You can write ten times texts related in subject matter or theme, and asked to answer
better than I can.” According to Adams, that settled it. questions about those texts, including questions requiring
comparative analysis and evaluation. Again, both passages and
9. As it is used in line 73, the word “comply” most nearly assessment items are modeled on those that appear in the SAT®
means and ACT® exams.
A) understand.
B) consent.
C) reject.
D) display.

WRITING W
Text Types and Purposes
ELAGSE8W1 Write arguments to support claims with clear reasons and relevant evidence.


Writing: Words in Action: Unit 1 Sets A & B (Opinion), p. 22; The Writing: Words in Action activity in each unit presents a
Unit 2 Sets A & B (Commercial), p. 34; Unit 3 Sets A & B writing prompt linked to the Reading Passage. The prompt may
(Brochure), p. 46; Unit 5 Sets A & B (Argument), p. 78; Unit ask students to interact with their reading and vocabulary in a
6 Sets A & B (Persuasive Essay), p. 90; Unit 8 Sets A & B variety of ways, including expanding on the theme of the
(Newspaper Editorial), p. 122; Unit 9 Sets A & B (Tribute), p. passage, expressing feelings about the subject, and relating the
134; Unit 11 Sets A & B (Opinion), p. 166; Unit 12 Sets A & B passage to personal experience. Students are directed to use
(Persuasive Article), p. 178 three or more words from the current unit.
Suppose Professor Watanabe has asked you to write an article
for a local newspaper to persuade readers that pigeons are not
public nuisances. Summarize Dr. Watanabe’s findings, and
make a strong case for the intelligence of the pigeon. Use
details from the passage (pages 100–101) and three or more
words from this Unit.

Timed Essays (online*): Units 1–15 The Timed Essay for each unit includes a theme‐setting

Example [Level C, Unit 4] statement followed by a detailed writing assignment. Students
complete their persuasive essay on the computer, guided by the
Statement:
following sets of instructions:
Reading, in contrast to sitting before the screen, is not a purely
passive exercise. The child, particularly one who reads a book 1. Writing Your Thesis Statement (1‐2 minutes)
dealing with real life, has nothing before it but the hieroglyphics 2. Prewriting (3‐4 minutes)
of the printed page. Imagination must do the rest; and 3. Writing Your Draft (17‐18 minutes)
— continued — 4. Editing and Revising Your Draft (2‐3 minutes)


GRADE 8 / LEVEL C

WRITING W
ELAGSE8W1 Write arguments to support claims with clear reasons and relevant evidence.


imagination is called upon to do it. Not so the television screen. The Timed Essay page includes a pop‐out list of unit words for

No effort of imagination is called upon. easy reference.
George F. Kennan, “American Addictions,” New Oxford Review
Assignment:
Do you agree with the contrast between reading and watching
television? Is it true that no imagination is required of TV
watchers? Plan and write an essay in which you develop your
thoughts in response to Kennan’s view. To begin, write a write a
thesis statement. Then take notes and use them to write a clear,
firm, full statement of your views. Present your ideas clearly and
persuasively. Support your position with facts and examples
drawn from your reading, studies, experiences, or observations.
Use the following pointers to guide you. You have 25 minutes
total.

WRITING W
ELAGSE8W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.


Writing: Words in Action: Unit 4 Sets A & B (Synopsis), p. 66; The Writing: Words in Action activity in each unit presents a
Unit 7 Sets A & B (Summary), p. 110; Unit 9 Sets A & B writing prompt linked to the Reading Passage. The prompt may
(Tribute), p. 134; Unit 13 Sets A & B (Pros‐and‐Cons Essay), ask students to interact with their reading and vocabulary in a
p. 198; Unit 15 Sets A & B (Report), p. 222 variety of ways, including expanding on the theme of the
Example [Level C, Unit 13, p. 198] passage, expressing feelings about the subject, and relating the
passage to personal experience. Students are directed to use
In a brief essay, describe some of the ways—both positive and
three or more words from the current unit.
negative—that high‐tech products have had an impact on the
way we live today. Support your views with evidence from the
reading (pages 188–189) or from your own knowledge or
experience. Use three or more words from this Unit.


GRADE 8 / LEVEL C

WRITING W
ELAGSE8W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well‐structured event sequences.


Writing: Words in Action: Unit 10 Sets A & B (Letter), p. 154; The Writing: Words in Action activity in each unit presents a
Unit 14 Sets A & B (Letter), p. 210 writing prompt linked to the Reading Passage. The prompt may
Example [Level C, Unit 14, p. 210] ask students to interact with their reading and vocabulary in a
variety of ways, including expanding on the theme of the
Suppose you are William’s friend, and you have decided to head
passage, expressing feelings about the subject, and relating the
west. You want to persuade William to join you on the trip.
passage to personal experience. Students are directed to use
Write a letter using examples from your reading (pages 200–
three or more words from the current unit.
201), personal experiences, and prior knowledge to convince
him. Use three or more words from this Unit.

LANGUAGE L
Conventions of Standard English
ELAGSE8L2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
when writing.
c. Spell correctly.


Definitions: Unit 1 Set A, pp. 14–15, Unit 1 Set B, pp. 18–19; The 20 vocabulary words in each unit are organized into two
Unit 2 Set A, pp. 26–27, Unit 2 Set B, pp. 30–31; Unit 3 Set sets: Set A and Set B. For each set, ten words in the numbered
A, pp. 38–39, Unit 3 Set B, pp. 42–43; Unit 4 Set A, pp. 58– study list are presented in a dictionary‐style format. Students are
59, Unit 4 Set B, pp. 62–63; Unit 5 Set A, pp. 70–71, Unit 5 directed to carefully note the correct spelling of each word. They
Set B, pp. 74–75; Unit 6 Set A, pp. 82–83, Unit 6 Set B, pp. practice the correct spelling as they write in the unit word to
86–87; Unit 7 Set A, pp. 102–103, Unit 7 Set B, pp. 106– complete the illustrative sentence.
107; Unit 8 Set A, pp. 114–115, Unit 8 Set B, pp. 118–119;
Unit 9 Set A, pp. 126–127, Unit 9 Set B, pp. 130–131; Unit
10 Set A, pp. 146–147, Unit 10 Set B, pp. 150–151; Unit 11
pp. 190–191, Unit 13 Set B, pp. 194–195; Unit 14 Set A, pp.
214–215, Unit 15 Set B, pp. 218–219
Note the spelling, pronunciation, part(s) of speech, and
definition(s) of each of the following words. Then write the
appropriate form of the word in the blank spaces in the
illustrative sentence(s) following.

Completing the Sentence: Unit 1 Set A, p. 17, Unit 1 Set B, p. For Completing the Sentence, students write the unit word that
21; Unit 2 Set A, p. 29, Unit 2 Set B, p. 33; Unit 3 Set A, p. best completes each sentence in the exercise, referring back to
41, Unit 3 Set B, p. 45; Unit 4 Set A, p. 61, Unit 4 Set B, p. the Definitions sections as needed for the correct spelling.
65; Unit 5 Set A, p. 73, Unit 5 Set B, p. 77; Unit 6 Set A, p.
— continued —


GRADE 8 / LEVEL C

LANGUAGE L
when writing.
c. Spell correctly.


1. Suddenly the _ discordant voices of two quarreling
people burst upon my ears and jarred me out of my
daydream.

Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Synonyms activities that follow sets A and B—also in the

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets review at the end of every three units, students write the
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p. appropriate synonym, referring back to the Definitions sections
110; Unit 8 Sets A & B, p. 122; Unit 9 Sets A & B, p. 134; as needed for the correct spelling of each unit word.
___mercenary _
follow her passion.
___rational _

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; To complete the Antonyms activity for sets A and B, students

Unit 3 Sets A & B, p. 46; Unit 4 Sets A & B, p. 66; Unit 5 Sets write the appropriate antonym, referring back to the Definitions
A & B, p. 78; Unit 6 Sets A & B, p. 90; Unit 7 Sets A & B, p. sections as needed for the correct spelling of each unit word.
___anguish _


GRADE 8 / LEVEL C

LANGUAGE L
when writing.
c. Spell correctly.


Word Study: Classical Roots: Word Study Units 1–3 (vers, After studying the featured classical base or affix in Word Study:
vert—to turn), p. 55; Word Study Units 4–6 (cur, curr, curs, Classical Roots, students consider the list of choices then write
cour—to run), p. 99; Word Study Units 7–9 (chron—time; the word that corresponds to the brief definition and best
cryph, crypt—hidden, secret), p. 143; Word Study Units 10– completes the illustrative sentence, checking spelling against the
12 (ven, vent—to come), p. 187; Word Study Units 13–15 given list of words.


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Sadlier

Vocabulary Workshop® Achieve

Georgia Standards of Excellence

ADDITIONAL ALIGNED CONTENT

William H. Sadlier, Inc.

KEY ALIGNED CONTENT

Vocabulary in Context: Overview, p. 7 In the Vocabulary in Context overview notes, students review

Definitions: Unit 1 Set A, pp. 14–15, Unit 1 Set B, pp. 18–19; In each unit, there is a Definitions section for the 10 new words

Using Context: Unit 1 Set A, p. 15, Unit 1 Set B, p. 19; Unit 2 There are two Using Context activities for each unit, covering

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; The Antonyms activity for each unit requires students to use

Vocabulary in Context: Literary Text (online*): Unit 1 Baroness The Vocabulary in Context: Literary Text activities contain

Word Study: Idioms: Word Study Units 1–3, p. 54; Word Study As part of the Word Study lessons in alternating unit reviews, the

Final Mastery Test: pp. 232–236 The Final Mastery Test provides practice in using context to

a. historical b. foreign c. mythical d. fascinating

Vocabulary in Context: p. 7 In the Vocabulary in Context overview notes, students review

Definitions: Unit 1 Set A, pp. 14–15, Unit 1 Set B, pp. 18–19; The Definitions section at the beginning of each unit serves as a

Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Synonyms activity in each unit, students are directed to

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Antonyms activity in each unit, students are directed to

Word Study: Idioms: Word Study Units 1–3, p. 54; Word Study As part of the Word Study lessons in each review, students learn

Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; In the Synonyms activity in each unit, students learn about the

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Antonyms activity, students examine the relationship

Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; In the Synonyms activity in each unit, students learn about the

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Antonyms activity, students examine the relationship

ADDITIONAL ALIGNED CONTENT

Timed Essays (online*): Units 1–15 The Timed Essay for each unit includes a theme‐setting

imagination is called upon to do it. Not so the television screen. The Timed Essay page includes a pop‐out list of unit words for

Synonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; For the Synonyms activities that follow sets A and B—also in the

Antonyms: Unit 1 Sets A & B, p. 22; Unit 2 Sets A & B, p. 34; To complete the Antonyms activity for sets A and B, students

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